415,270 research outputs found

    Enhancing the learning environment using classroom response systems

    Get PDF
    Classroom response systems (CRS) offer a management tool for engaging students in the classroom. These systems have been used in a variety of fields and at all levels of education. Typical goals of CRS questions are discussed, as well as the advantages to both students and instructors as a result of using them. These systems are especially valuable as a means of introducing and monitoring peer learning methods in the large lecture classroom. But the efficacy of using these systems depends strongly on the quality of the questions used. The integration of a CRS in an introductory physics module is discussed along with examples of questions used and the student assessment carried out

    Using Classroom Response Technology To Create An Active Learning Environment In Marketing Classes

    Get PDF
    Classroom response systems (CRS), also called student/audience response systems or clickers, have been used by business instructors, particularly in larger classes, to allow instructors to ask students questions in class and have their responses immediately tabulated and reported electronically. While clickers have typically been used to measure attendance, gauge comprehension and test students, we propose that classroom response systems can also be used to effectively create an active learning environment. Specifically we detail the use of classroom response systems to utilize active learning in large classes (i.e., more than 70 students) through describing five sample CRS exercises in Marketing courses: Sequential Elimination, Why Do You Think That?, Experiential Exercises, What Would You Do?, and Forced Choice. These exercises though, could be adapted for use in other business classes

    Student Reaction to the Use of Classroom Performance and Personal Response Systems in College Level Courses

    Get PDF
    The goals of this study were established to determine: 1. How do students perceive the effectiveness of the Classroom Performance System and Personal Response Systems in engaging them in the learning process? 2. How do students perceive the effectiveness of the Classroom Performance System and Personal Response Systems in aiding educators with evaluating their learning

    A Comparison of Lecture and Interactive Lecture Using Student Response Systems in an Inclusive and Non-Inclusive Classroom

    Get PDF
    It is crucial for the most effective evidenced-based educational practices to be identified and implemented in our classrooms, so that students can reach their academic potential. Active learning is not a new pedagogy, but many gaps still exist in the literature specifically concerning the technology of student response systems. In an attempt to address these shortcomings, this study compared the effects of the traditional lecture method versus lectures that incorporated student response systems on students\u27 academic achievement immediately following the lecture. This study also examined the relation between student response systems and students with disabilities in an inclusive classroom. The instructional methods lecture and lecture plus student response systems were both effective in increasing student performance in a non-inclusive classroom and in an inclusive classroom. The student response system intervention was more effective than the lecture intervention in increasing students\u27 academic performance in the non-inclusive classroom. The lecture intervention was more effective than the student response intervention in increasing students\u27 academic achievement in the inclusive class setting. The participating students with disabilities showed improvement during the lecture condition as well as in the lecture plus student response system condition, thus it remains unclear which instructional method (lecture or SRS) was more effective for students with disabilities

    IT In the Classroom: Researching the Outcomes of Classroom Response Systems

    Get PDF
    This research in progress is part of a study being submitted for dissertation. The purpose of this study is to determine what types of students will be impacted by Classroom Response Systems (CRS) technology. Additionally, this research explores the nature of the outcomes experienced by students and their perceptions of leading pedagogy and practices for CRS technology in the classroom. An extensive review of the literature on CRS is included. A theoretical model based on Task- Technology Fit and Kirkpatrick\u27s four-level model of educational outcomes is proposed as a framework to organize the existing CRS technology research and study the impact of CRS technologies

    Security assessment of audience response systems using software defined radios

    Full text link
    Audience response systems, also known as clickers, are used at many academic institutions to offer active learning environments. Since these systems are used to administer graded assignments, and sometimes even exams, it is crucial to assess their security. Our work seeks to exploit and document potential vulnerabilities of clickers. For this purpose, we use software defined radios to perform eavesdropping attacks on an audience response system in production. The results of our study demon- strate that clickers are easily exploitable. We build a prototype and show that it is practically possible to covertly steal answers from a peer or even the entire classroom, with high levels of confidence. As a result of this study, we discourage using clickers for high-stake assessments, unless manufacturers provide proper security protection.http://people.bu.edu/staro/MIT_Conference_Khai.pdfAccepted manuscrip

    Real-Time Analysis of Student Comprehension: An Assessment of Electronic Student Response Technology in an Introductory Earth Science Course

    Get PDF
    This article describes an evualuation of the effectiveness of electronic student response technologies (SRT). These wireless systems allow students to key in responses with remote control units to questions posed by an instructor in the classroom. Student responses then are displayed in real time, allowing both students and instructors to gauge student comprehension instantaneously. Researchers conducted a multi-faceted assessment of the use of SRT in four sections of a high-enrollment introductory Earth Science course at Penn State University. The assessment included quantitative and qualitative perception data from students enrolled in the course and faculty/administrator visitors to the classroom. Preliminary assessment of the pedagogical merits of SRT in the course suggests that this technology is an effective tool for introductory geoscience education. Educational levels: Graduate or professional, Graduate or professional

    Active Learning Approach for Students in Precalculus and Calculus Classes

    Full text link
    We would like to present practices of using Web-based audience response systems to enhance interactive learning activities in Mathematics classroom. We mostly concentrated our attention on PreCalculus classes which have had traditionally low success rates and retention. During the last couple of years, we developed a set of course specific materials in the form of lecture notes and in-class and out-of-class assignments. Each major assignment is accompanied by clear and coherent guidelines explaining what kind of skills will be attained by practicing this assignment, how it can be done, what amount of time can it reasonably take, when is it due, and where to get help. Speaking of technology, in our practice we use online homework systems (WebAssign or Willey Plus), video materials, and Web-based audience response systems (Poll Everywhere). Enhancing a class with technology helps students to be better engaged with the concepts covered, better communicate with the instructor and their peers, check their understanding of the concepts and quickly get a feedback.https://digitalscholarship.unlv.edu/btp_expo/1115/thumbnail.jp
    corecore